Vignette Analysis #1

Sarah Fitzpatrick

University of British Columbia

 The artist JR says the purpose of art is just to do art (JR, 2011). Art starts a

conversation with its viewers. It fosters presence in individuals and gets them to stop and

think about the story and/or issues behind it (JR, 2011). The discussion in the UBC vignette

videos supports these ideas as they describe art as an invitation for conversation, debate and

reflection (Jeffries & Maeder, 2009). It allows people to engage and think about their

experiences while conversing with others. Art can be a medium to get to know and

understand oneself and one's culture(s), as well as other cultures more authentically.

The constructivist theory supports these ideas. Pallof and Pratt (2013) explain,

“…students create knowledge and meaning through their interactions with one another, their

instructor and their environment.” (Pg. 3). Art promotes this collaborative approach to

learning as it can start a discussion on social issues, history, culture, etc. (Friedman, S., n.d).

According to Tapscott (2008) the minds of today's youth, Net-Geners, are different. As

a result of technologies like Google, Wikipedia, gaming, etc., Net-Geners are better at

multitasking, processing visual information and are better able to manipulate 3D objects

mentally (Tapscott, 2008). Net-Geners have learned to cope with an overwhelming amount

of information on the internet, however has this adaptation left them visually illiterate as

suggested by Bartletti in Subhani’s (2015) "Photos as Witness: Teaching Visual Literacy for

Research and Social Action.”? Net-Geners can quickly navigate through information they

see online, but “What's the lesson learned from only giving images less than a second of

attention?” (Subhani, 2015). Using art and other forms of visual literacies is a way that

educators can to spark curiosity in students. It can get them to ask questions about what they

are viewing and stimulate meaningful conversations. These conversations can lead to

discoveries about social issues and conflict, as well as self-reflection. It will teach Net-

Geners to look at what they are browsing on the internet with a critical eye and not take

everything they see at face value. In the vignette (Jeffries & Maeder, 2009) the classroom

teacher used puppetry to dive deep into sensitive issues. This gave students an opportunity
to express ideas and feelings they had not explored within themselves before. It helped them

learn more about their own identity as well as Canadian culture.

Teachers have a responsibility to recognise the benefits and the pitfalls that technology

can have in and outside the classroom (Friedman, S., n.d). They should be using technology

to teach effectively to enhance student learning and give them experiences to explore, ask

questions and create meaning. (Koeler et. al., 2013). Rather than using technology as a

substitution tool, it should be used to improve learning outcomes that may not otherwise be

achieved via traditional means. Subhani (2015) shows the power that one image can have.

He uses the technology to enrich the experience of his students by getting them actively

involved in their learning. They did not just look at the events in their photographs through

one lens; they were considering the perspectives from all angles. Through these types of

experiences art acts as a neutral place for discussion where students will be able to uncover

parts of society, culture and themselves.

 Works Cited

Friedman, Stacy (n.d). Responsibility and re/presentation: Reflection on digital video

and puppet-based inquiry. University of British Columbia.

Jeffries, C. & Maeder, D. (2009). The effect of scaffolded vignette instruction on student
mastery of subject matter. The Teacher educator 44(1), 21-39.

Koehler, M.J., Cain, W., & Mishra, P. (2013). What is technological pedagogical
content knowledge (TPACK)?

JR (March, 2011). My Wish: Use art to turn the work inside out. [Video File]: Retrieved
from
https://www.ted.com/talks/jr_s_ted_prize_wish_use_art_to_turn_the_world_inside_out

Palloff and Pratt (2013). Lessons from the virtual classroom: the realities of online
teaching. Chapters 1, (pp. 3 -20) San Francisco: Jossey-Bass Publishers.

Subhani, K. (2015). Photos as Witness: Teaching visual literacy for research and social
action. English Journal 105(2), 34-40

Tapscott, D. (2008). Net Geners Relate to News in New Ways. Nieman Reports;
Winter2008 62(4) 18-19.